Teacher-coach alliance as a critical component of coaching: Effects of feedback and analysis on teacher practice

View/Open

Author

Metadata

Abstract

This study used a multiple baseline design and one-on-one interviews to analyze the effects of the Teacher-Coach Feedback and Analysis System (TCFAS) on coach practice, teacher practice, and alliance. Under the TCFAS, coaches collected feedback from teachers on alliance, analyzed feedback, and generated an action plan to increase their use of alliance-building strategies during coaching sessions. Experimental and qualitative data show that while teacher-coach alliance remained high throughout the duration of the study, use of the TCFAS helped coaches view teachers as willing to change and led to the use of three alliance-building strategies: collaboration, behavioral expertise, and interpersonal skills. Experimental results also indicated a functional relationship between TCFAS coaching and an increase in praise among teachers. Although some improvements were also seen in teachers’ use of Tier 3 behavioral interventions and reprimands, this improvement was not consistent across all teachers. These changes suggest that the TCFAS may be a useful tool for teachers and coaches working within the context of Tier 3 teams.